scholarly journals The role of mobile technology in promoting social inclusion among adults with intellectual disabilities

2021 ◽  
Author(s):  
Andrew J. Martin ◽  
Iva Strnadová ◽  
Julie Loblinzk ◽  
Joanne C. Danker ◽  
Therese M. Cumming
Keyword(s):  
Intellectual Disabilities ◽  
Mobile Technology ◽  
Social Inclusion ◽  
Adults With Intellectual Disabilities

Aging in Adults With Intellectual Disabilities

2014 ◽  
Vol 19 (1) ◽  
pp. 36-43
Author(s):  
Tracy Lazenby-Paterson ◽  
Hannah Crawford
Keyword(s):  
Intellectual Disabilities ◽  
Swallowing Disorders ◽  
Speech And Language ◽  
Adults With Intellectual Disabilities

The literature recognizes the important role of the Speech and Language Pathologist (SLP) in the treatment of communication and swallowing disorders in children with Intellectual Disabilities (ID). However there is also a need to emphasize the importance of specialist SLP input across the lifespan of people with ID, and to recognize the specific, ongoing and changing communication and swallowing needs of adults with ID as they get older.

Psychiatric Care of Adults with Intellectual Disabilities: Changing Perceptions Over a Decade

2008 ◽  
Vol 42 (10) ◽  
pp. 890-897 ◽  
Author(s):  
Jennifer Torr ◽  
Nicholas Lennox ◽  
Sally-Ann Cooper ◽  
Therese Rey-Conde ◽  
Robert S. Ware ◽  
...  
Keyword(s):  
Mental Health ◽  
Intellectual Disabilities ◽  
Clinical Training ◽  
Psychiatric Treatment ◽  
Health Needs ◽  
Mental Health Needs ◽  
Problem Behaviours ◽  
Adults With Intellectual Disabilities ◽  
Training Opportunities

Objective: In light of developments in training and service provision, the aim of the present study was to compare two state-wide surveys, undertaken in 1994 and in 2004, of psychiatrists about their perceptions of their training and psychiatric treatment of adults with intellectual disabilities who also have mental health needs. Methods: A 50-item self-administered questionnaire was developed for the 2004 survey, based on the 1994 study. This was sent to all 624 Fellows of the Royal Australian and New Zealand College of Psychiatry registered in Victoria at the time. A series of questions was asked based on workload, training, the role of psychiatry in intellectual disabilities, opinions on assessment and management, improving services, and the demographics of participant psychiatrists. Results of the 2004 survey are compared with the 1994 study. Results: There has been some change in psychiatrists’ opinions about acute admission wards, believing strongly that they do not meet the needs of the adults with severe intellectual disabilities, leaving them vulnerable to exploitation. There has been some improvement in their ability to adequately manage adults with intellectual disabilities who have mental health needs and/or problem behaviours. Conclusions: Mainstream mental health services fail to meet the needs of adults with intellectual disabilities. Improved specialist clinical services and more clinical training opportunities are required.

scholarly journals Theory of mind and problem behavior in people with intellectual disability

2020 ◽  
Vol 19 (4) ◽  
pp. 263-278
Author(s):  
Marija Cvijetić ◽  
Mirjana Đorđević
Keyword(s):  
Intellectual Disability ◽  
Theory Of Mind ◽  
Intellectual Disabilities ◽  
Behavioral Problems ◽  
Social Inclusion ◽  
Social Acceptance ◽  
Adaptive Functioning ◽  
Adolescents And Adults ◽  
Adults With Intellectual Disabilities ◽  
And Behavior

Introduction. Behavioral problems are more common in people with intellectual disability than in typical population and present an obstacle to their adaptive functioning and social inclusion. Since adjusted social behavior requires, among other things, an adequate understanding and interpretation of thoughts and behavior of others, theory of mind could be one of the factors of adjusted behavior and behavioral problems in people with intellectual disability. Objective. The aim of this paper is to single out the research in which the issue of the relationship between the ability of theory of mind and behavioral problems of people with intellectual disabilities has been addressed, through a literature review. Methods. Insight into the available literature was performed by searching the electronic databases that are available through the services of the Serbian Library Consortium for Coordinated Acquisition - KOBSON, as well as through Google Scholar and Research Gate. Results. Based on the analyzed research results, it can be concluded that there is a negative correlation between theory of mind and behavioral problems, both in children and in adolescents and adults with intellectual disabilities. While some studies have found a direct link between theory of mind and behavioral problems, others have found that this link is indirect, whereby the role of intermediaries tend to have executive functions, social acceptance, quality of parental interaction and resilience. Conclusion. Since the results of several studies suggest that more advanced theory of mind enables more successful social interactions and more adjusted behavior, it is necessary to enrich the education of people with intellectual disability with contents related to understanding thoughts, emotions, desires and intentions, as one of the elements of approach to treatment, in order to prevent problematic behaviors.

Social Inclusion, Movement And Cardiovascular Disease Risk In Adults With Intellectual Disabilities

2015 ◽  
Vol 47 ◽  
pp. 169
Author(s):  
Kayla M. Nunemacher ◽  
Jacqueline A. Augustine ◽  
Elizabeth Benevento ◽  
Luis Columna ◽  
Melissa M. Luke ◽  
...  
Keyword(s):  
Cardiovascular Disease ◽  
Intellectual Disabilities ◽  
Social Inclusion ◽  
Disease Risk ◽  
Cardiovascular Disease Risk ◽  
Adults With Intellectual Disabilities

Classification, diagnosis, psychiatric assessment, and needs assessment

2012 ◽  
pp. 1819-1825
Author(s):  
A. J. Holland
Keyword(s):  
Intellectual Disabilities ◽  
Developmental Delay ◽  
Social Inclusion ◽  
Learning Difficulties ◽  
First Century ◽  
Care Needs ◽  
Sensory Impairments ◽  
People With Intellectual Disabilities ◽  
Twenty First Century ◽  
Adults With Intellectual Disabilities

The general principles developed during the latter part of the twentieth century and continued into the twenty-first century guiding support for people with intellectual disabilities remain those of social inclusion and the provision of services to enable people to make, as far is possible, their own choices and to participate as full citizens in society. These are articulated in national policy documents, such as the White Paper for England, ‘Valuing people and also at an international level in the UN Declaration on the rights of people with disability. However, given that people with intellectual disabilities represent a highly complex and heterogenous group with very varied needs, in order for such objectives to be achieved, a range of community based support and interagency and inter-disciplinary collaboration is required. It is acknowledged that people with intellectual disabilities experience considerable health inequalities with the presence of additional disabilities due to the presence of physical and sensory impairments and co-morbid physical and mental ill-health, much of which goes unrecognized, and also the occurrence of behaviours that impact on their lives and the lives of those supporting them. In the twenty-first century, few would now challenge the objectives of social inclusion and community support. The tasks for Government and society are to provide special educational support in childhood and also support to the families of children with intellectual disabilities, and the necessary range of services to meet the social and health needs of this diverse group of people in their adult life. This includes enabling adults with intellectual disabilities to gain meaningful support or full employment and to exercise their rights as citizens and to participate fully in society. To achieve such objectives there is a need to be able to characterize the nature and level of need, to establish the presence and significance of co-morbid illnesses and/or challenging behaviours, and to organize and provide support and services to meet such identified needs. This complexity of need has meant that no single ‘label’, such as ‘intellectual disability’, can adequately describe this group of people. What individuals have in common is a difficulty in the acquisition of basic living, educational, and social skills that is apparent early in life, together with evidence of a significant intellectual impairment. However, for some this may be of such severity that, for example, meaningful language is never acquired and there are very substantial care needs. For others, there is the presence of subtle signs of early developmental delay, and evidence of learning difficulties that only becomes clearly apparent at school when there is an expectation that more sophisticated skills will be acquired. The nature and extent of disability and of any functional impairments in general, distinguishing those people with intellectual disabilities from those with specific learning difficulties, such as dyslexia. In infancy and early childhood, the reason for any apparent developmental delay needs to be established. This is primarily the responsibility of paediatric and clinical genetic services. Such information helps parents understand the reasons for their child's difficulties and may guide, in a limited way, an understanding of future needs and potential risks. Later in childhood, the nature and extent of a child's learning difficulties and a statement of special educational needs is the main task and later still, the main focus may be the assessment of longer-term social care needs. Throughout life, there may also be questions about a child's or adult's behaviour or mental state or the nature and extent of physical or sensory impairments and disabilities. The role of assessment is essentially to determine need and to inform the types of intervention and treatments, whether educational, medical, psychological, or social, which are likely to be effective and of benefit to the person concerned. Systems of classification provide useful frameworks for such assessments.

scholarly journals Guardianship for Adults with Intellectual Disabilities: Accountant, Advocate or ‘Family’ Member?

2017 ◽  
Author(s):  
Lottie Giertz
Keyword(s):  
Intellectual Disabilities ◽  
Family Member ◽  
Qualitative Interviews ◽  
Support Network ◽  
Daily Lives ◽  
Care Workers ◽  
Adults With Intellectual Disabilities ◽  
Definition Of ◽  
The Guardian

The overarching aim of this study is to explore guardianship in terms of its impact on the daily lives of adults with intellectual disabilities in Sweden. Based on qualitative interviews, the article focuses on the expected and actual role of limited guardians for people with intellectual disabilities in the context of Swedish laws. Our findings show that the legal definition of limited guardianship is unclear, and that this lack of clarity among other dilemmas creates conflict among clients, guardians, relatives, professionals and care workers. The guardian may be expected to act as an accountant, a legal advocate, or even a surrogate family member. The result is consistent with previous research in other countries on the consequences of guardianship. The current legislation on limited guardianship is in need of amendment in order to avoid legal uncertainty and ambiguity among clients and their support network.

Ensuring Ethics and Equity With Classroom Assessments and Mobile Technology

2017 ◽  
pp. 193-214
Author(s):  
Nancy P. Gallavan ◽  
Stephanie Huffman ◽  
Erin C. Shaw
Keyword(s):  
Online Education ◽  
Mobile Technology ◽  
Self Efficacy ◽  
Social Inclusion ◽  
Classroom Assessment ◽  
Essential Elements ◽  
Classroom Assessments ◽  
K 12 ◽  
Recommended Guidelines

As online education continues to grow in both K-12 and higher education environments, teachers are becoming more attentive to the presence and power of their classroom assessments via mobile technology to enhance their self-efficacy. In online education, classroom assessments change both the role of the teacher and the function of the assessments. Mobile technology offers more choices for conducting assessments and providing feedback, accommodating learners' lives and locations, and increasing democratic participation and social inclusion. However, prevalent across online education are ethics and equity: two essential elements that can be difficult to guarantee with many approaches to classroom assessment via mobile technology. This chapter examines the essential elements of ethics and equity with classroom assessments via mobile technology in online education with recommended guidelines for teachers to enhance their self-efficacy.

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